"Fifteen nationalities were represented in the various grades—Hawaiian, Chinese, Japanese, Portuguese, Filipino, Spanish, Korean, Porto Rican, and a few Scotch, English, Canadians, Germans and Americans, as well as Russians and Italians. Besides the pure bloods there were many mixtures, such as American-Hawaiian, Chinese-Hawaiian, Japanese-Portuguese, German-Hawaiian, etc.
"The Japanese and Chinese were the best pupils in every way. The Hawaiians were tractable, but stupid; Portuguese, smart but mischievous. School hours were from nine to twelve, and from half past twelve to two. Most of the children came from long distances, and after the plantation school was dismissed, the Japanese children went to a Japanese school for two hours.
"In the first grade, I taught reading, writing and 'rithmetic; also nature-study, in simple form, story-work, folk songs and dances. These last helped them a great deal in the new vocabulary, as they loved that part of the day's program.
"It was interesting to note the habits of the different nationalities at recess, especially in regard to their luncheon. The Japanese usually were together out in the yard. They each had their little tin pail with top and bottom section, in which they carried fish and cold rice. I never got a very close look at it, to know how the fish was cooked, but I could smell it afar off! They seemed very shy, and would try to hide their lunch as I walked past. The Chinese were even shyer about their lunch, for they never gathered together, as the other nationalities did, but went to some secluded spot and nibbled away at an orange or something else.
"The Portuguese usually brought long rolls of bread, which had been cut open and a red jelly-like substance spread all along the inside. They also had fruit, and especially the mango in its season.
"A little Japanese store nearby kept cakes and pastries, which were very popular when the children had money, but the greatest delicacy sold there seemed to be a rubbery substance, which looked like a piece of resin, but could be shaved in long strips. They called it dry squid, but it did not seem like the dry squid I've tried to masticate at native luaus, and I never did find out just what it was.
"The schools are all supported by the territorial government, which in turn receives the plantation taxes, so the plantations themselves do not directly support the schools, although the children of the labourers comprise nine-tenths of the pupils outside Honolulu.
"There is compulsory attendance until the age of fourteen, and at Waialua a school policeman—a Hawaiian—went all over the plantations on horseback and found out if any of the children were ill or playing truant."
Each nationality is housed more or less by itself in small, one-story houses built in rows, each group called a camp. The white men employed as chemists, bookkeepers and clerks in the general store usually live in a group near the buildings where they are employed. They are German, Scotch, Norwegian, English and Danish. Few Americans go into this work now, although a number did in years past start out as time-keepers and have become managers. The Kanaka does not make a good manager, but if he has some one to direct him he works well, and he can learn almost any trade; of course he is at his best as a sailor, and he is such a wonderful rider that he makes an excellent cowboy.
At Waialua there is a small hospital where the labourers are treated free, and in at least one of the outlying camps there is a small cottage that is used as a dispensary. The plantation doctor has charge of the school children, vaccinating all that need it at the opening of the school year and watching them for signs of trachoma or leprosy.